Article Green Open Access 2016

A model of engagement in reflective writing-based portfolios: Interactions between points of vulnerability and acts of adaptability

AS
Arntfield, Shannon L.
 PB
Parlett, Brittney
 MC
Meston, Christine N.
 AT
Apramian, Tavis
 LL
Lingard, Lorelei A.
Medical Teacher
Journal · Vol. 38 · Issue 2 · pp. 196-205
Abstract

Background: Portfolios are widely used for meeting new accreditation standards in the age of competency-based medicine. However, the method of learning through portfolio has been suggested to be vulnerable. Aim: The aim of this study was to explore conditions affecting the experience of teaching and learning from the perspective of both students and mentors in a reflective writing-based portfolio initiative. Method: Using mixed-methods rooted in grounded theory, 139 students and 13 mentors completed questionnaires, 23 students participated in four focus groups and 9 mentors in individual interviews. Results: The overarching theme in our data was student-mentor engagement. Our results confirm previous literature describing portfolio as a vulnerable method of learning, extend this concept by identifying and categorizing specific points of vulnerability, and contribute new knowledge regarding acts of adaptability, which serve to strengthen the student-mentor relationship. Conclusion: Engagement is central to the success of portfolio and is shaped by a dynamic interaction between points of vulnerability and acts of adaptability. We propose a model of engagement in portfolio that can be used for faculty development to optimize student-mentor engagement. © 2015 Informa UK Ltd.

Keywords

Author Keywords

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Index Keywords

medical education questionnaire Surveys and Questionnaires interview curriculum qualitative research Interviews as Topic medical student Students, Medical information processing mentor theoretical model competency-based education Education, Medical, Undergraduate Focus Groups writing Mentors Accreditation Models, Theoretical
Author Affiliations
Western University, London, ON, Canada
Funding & Acknowledgements
No funding information
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